| This is an exploratory qualitative research study that examined the specific foundational elements, flexibilities, and incentives needed for a Florida region to diminish barriers to college level remediation. The analysis also addressed the appropriate role of each level of education to play in college readiness and looked for perception gaps between policymakers and policy implementers in the early stages of Florida's college readiness plan, Go Higher Florida.The study utilized the Pathways to College Network: Framework for Action coupled with the Go Higher Florida model as its theoretical and conceptual lens. The findings validated the nine Pathways to College Framework as being important to college readiness. However, the most important perceived elements for this Florida region were P-16 alignment, high expectations, academic rigor and support, flexible resources, and social support.The findings included a perception that alignment can occur without a P-16 organizational model and high expectations were modified to be early high expectations. Flexible resources focused on previous policy implementations which seemed to have limited the exploration of student intellectual curiosity, teacher pedagogical approaches, and holistic preparation of students. Finally, a new element emerged: moderate sustainable policies. The perception stems from the concern of the radical nature of constantly shifting policies from liberalistic to neo-conservative, which makes outcomes difficult to achieve and negatively impacts college readiness.Because the local area does not yet enjoy full collaboration, a shared common vision, or engagement of all levels of education, the region could not holistically address specific actions toward diminishment of college level remediation. There is significant concern about previous policy implementations and imperious regulations that have diverted attention from the college readiness issue. However, participants identified areas of current and desired engagement for each educational level with a special emphasis on opportunities for K-12 and universities. Finally, the perception gaps between the Go Higher Florida stakeholders include timing, value, and communication.It is recommended that Florida policymakers consider the specific socio-economic context of this region and the perceived negative outcomes of previous education policies, when working toward future policy implementations. |
